Backward Design - UNIT PLAN TEMPLATE

Title: Benefits of Physical Activity

Year Level: 5 Teacher: Mr James
Focus Curriculum Area (s): Health and Physical Education, Mathematics Duration: 4 weeks

STAGE 1: Curriculum Links

General Literacy Numeracy ICT Critical and Creative Thinking

Capabilities (GP)
Ethical Behaviour Personal and Social Intercultural Understanding
Cross-curriculum
Priorities (CCP) Aboriginal and TSI Asia and Australias Sustainability
Histories and Culture Engagement with Asia
Year Level Health and Physical Education Health Education
Content ACPPS054 - Strategies that promote a safe, healthy At Standard, students identify practical
lifestyle, such as: comparing food labels on products, strategies for promoting a healthy
Descriptors increased physical activity, practising sun safety. lifestyle and adapting to changing
ACPMP064 - Benefits of regular physical activity and situations that occur as they grow and
physical fitness to physical, mental and emotional wellbeing. mature.
They identify emotional responses
appropriate to different situations and
Mathematics apply skills and strategies to manage
ACMSP118: Pose questions and collect categorical or Year Level Achievement relationships over time.
numerical data by observation or survey
ACMSP119: Construct displays, including column graphs, Standards Physical Education
dot plots and tables, appropriate for data type, with and At Standard, students perform a variety
without the use of digital technologies of refined fundamental movement skills.
They implement simple tactics in
physical activity and game contexts and
English respond to challenges involving people,
ACELY1704 - Plan, draft and publish imaginative, objects and space to achieve an
informative and persuasive print and multimodal texts, intended outcome.
choosing text structures, language features, images and Students explain some of the benefits of
sound appropriate to purpose and audience. regular physical activity and maintaining
physical fitness in relation to physical,
mental and emotional wellbeing. They
identify the effects on movement skills
when effort, space, time, objects and
people are manipulated. Students
demonstrate ethical behaviour and use
this to be effective when taking on the
role of player, coach or referee/umpire.

Mathematics Statistics and

Probability
Students interpret different data sets.
They list outcomes of chance
experiments with equally likely
outcomes and assign probabilities
between 0 and 1. Students pose
questions to gather data, and construct
data displays appropriate for the data.

English Writing and Creating

Students use language features to show
how ideas can be extended. They
develop and explain a point of view
about a text, selecting information, ideas
and images from a range of resources.
Students create imaginative, informative
and persuasive texts for different
purposes and audiences. When writing,
they demonstrate understanding of
grammar using a variety of sentence
types. They select specific vocabulary
and use accurate spelling and
punctuation. They edit their work for
cohesive structure and meaning.
Knowledge Skills
Ways in which regular physical activity benefits physical, mental and Explain the benefits of regular physical activity on physical, mental and
emotional wellbeing. emotional wellbeing.
Strategies to increase physical activity in day to day life. Construct an informative piece of work which outlines the benefits of regular
How to gather and record data for the construction of data displays. physical activity, including statistics and strategies to increase physical activity.
How to construct a data display (such as column or line graphs), Develop questions to gather data.
including the labelling of axis. Construct graphs to display data.
LEARNING OUTCOMES:
Students will be able to......
Explain how regular physical activity benefits physical, mental and emotional wellbeing.
Construct an informative piece of work demonstrating the benefits of regular physical activity.
Identify strategies to increase levels of physical activity.
Develop questions to gather data.
Construct data displays to show data collected.

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description: Students are to create an informative piece of work around the topic of physical activity. The assessment can take the form of a poster to
display around the school, a brochure to display in the library, or an A4 pamphlet which could be handed out as a fact sheet. Students can choose their
desired assessment form, and whether they want to create it by hand, on the computer, or a combination of both. The target audience is the school
environment, so it must be informative for students, staff and parents. The task is to be completed individually, however throughout the unit of work students
will have opportunities to work in both pairs and larger groups. The task will be due at the conclusion of the unit of work, where students will take part in a
gallery walk to observe the hard work of their peers. Following this, the assessments will be collected to assess student attainment of the learning
objectives.

Throughout the unit students will complete a number of formative tasks, using various graphic organisers to compile their knowledge. These tasks will be
collected and assessed to provide students with feedback regarding their progression, as well as informing future teaching and planning. Each student is to
complete their own copies of the graphic organisers, however they will work individually, in pairs and in larger groups whilst working on these tasks.

Student Assessment Sheet: Appendix 6

Assessment Criteria:
Student work will be assessed against the following assessment criteria:
- Students identify relevant, practical strategies to increase physical activity (out of 10).
- Students explain how physical activity benefits physical, emotional and mental wellbeing (out of 10).
- Students use language and text features appropriate for their chosen text type (out of 5).
- Students create an assessment which is original, creative and visually appealing (out of 5).

Assessment recording template: Appendix 5

Feedback: Students will receive feedback throughout the learning experiences and summative feedback after the assessment has been marked. Feedback
during the learning experiences includes formal feedback through the assessment of completed graphic organisers, as well as on-the-spot feedback as the
teacher observes students working independently and in groups.

Parents will receive feedback on their childs learning throughout the experience. Through the use of the SeeSaw application, the teacher can upload
images of student work samples with brief explanations, in addition to videos taken during interactive learning experiences. Parents will also receive
information regarding the students summative assessment when students take them home after receiving them back. This will give parents the opportunity
to analyse student work and teacher comments alongside one another.

Self-assessment: At the conclusion of the assessment, students will be allocated time to complete an assessment self-reflection sheet (after the
gallery walk in the final lesson). This will be enhanced by a whole-class discussion after completing the sheet, to avoid students copying ideas they
heard other people contribute. Throughout the learning experiences, students will also receive feedback on their work to date, giving them the
opportunity to act upon feedback and revise their work. (Appendix 4)

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Learning Experiences Assessment For/As Learning Resources

(Formative Assessment)
1 Health Levels of physical activity Diagnostic/For Learning: - Healthy Active Kids
- Introduce students to topic with Are You Active Enough video. - Informal observations of Are You Active
- Brainstorm: After watching the video, facilitate a class brainstorm student contributions during Enough? video.
and discussion surrounding the topic of physical activity. class discussions and TPS. - Student health
- Think Pair Share (TPS): In their health books, students are to rule - Table from TPS activity can be books (for TPS
up four columns, with the headings low energy, medium energy, assessed to gauge developing activity).
 high energy and benefits of physical activities. They complete the understandings, identifying - Pedometer steps
table during each aspect of the TPS. any areas of concern and recording sheet
- Introduce Pedometer: Each student will receive a pedometer which informing future (Appendix 1).
will be used to count their daily steps. Cover the functions of the planning/teaching. - Pedometer (1 per
pedometer, and allow students time to familiarise themselves with student).
its functions. Hand out Year 5 Pedometer Recording Sheet and tell
students to glue it in the back of their health book. Explain to
students that we will be using the pedometers during the school day
from when they arrive at school until the end of the school day.
This is to encourage them to get more active during the school day,
increasing their physical activity. Time will be dedicated at the end
of each day to record the steps and activities undertaken.
2 Mathematics Writing questions to collect data Diagnostic/For Learning: - Department of
- Discussion/Brainstorm: Display dwellings with an internet - Student column graphs to be Infrastructure and
connection table on interactive whiteboard. Ask students if this kind collected to assess students Regional
of display looks familiar column graph. Commence a class ability to formulate questions Development -
brainstorm/discussion around the elements of the table, noting and construct a column graph Dwellings with an
these on the whiteboard. with the necessary features. internet connection
- Formulating Questions: In groups of three, students will come up table (Appendix 2).
with an appropriate question to survey their classmates. Brainstorm - Graph paper for
some suggestions with students, scaffolding those who require students to construct
more assistance in structuring their question. Once data is column graphs.
collected, groups will work together to create an individual column
graph using graph paper (1 per student).
- Linking to next lesson: Students go away from the lesson being told
to think about ways to display data other than column graphs
What are some ways we could display our daily step counts on our
pedometers?.
3 Health Benefits of physical activity Formative/For Learning: - Summative
- Recap: Think back to previous health lesson, getting students to - Y-charts can be assessed to Assessment Task
suggest things they remember or found interesting. What were judge student understandings Sheet (Appendix 6).
examples of low, medium and high energy activities? of physical activity benefits. - Benefits of Physical
- Introduce Assessment: hand out a copy of the assessment task Must be handed back to Activity Y-Chart
sheet to each student. Read through the task sheet, explaining students within 2-3 days so (Appendix 7).
 each point to the students and check for understanding of the they can continue to work on it - Class iPads (1 per
requirements. during their own time. group).
- Group Research: Commence by explaining that this task will
provide students with an opportunity to research for their
assessment. In mixed-ability groups of 3-4, students will use the
class iPads to research the benefits of physical activity. Each
student will complete Benefits of Physical Activity Y-Chart graphic
organiser.
- Wrap Up: Conclude by having students contribute to a brief class
discussion pertaining to physical activity benefits. Reiterate the
purpose of the assessment, talking about how information might be
presented or written.
4 Mathematics Measuring our activity - Measuring our
- Recap: Link back to final point of mathematics lesson about Activity sheet
constructing column graphs. Ask if any students thought about (Appendix 3).
question posed at the end of the lesson (lesson 2). Continue to - Trundle wheels to
think about this throughout activity. measure distances
- Pair Work: Students pair up and receive the Measuring our Activity (if necessary).
sheet. Using their pedometers, students are to estimate how many - Stopwatches to time
steps they will accumulate during different activities, and then activities.
record the actual amount. Activities include covering a certain - Clipboards/textbook
distance with the least/most steps possible, or accumulating the for students to write
least/most steps in a certain time frame. on whilst outside.
- Strategies: Cover strategies to measure steps (taking note of how
many steps are present on the pedometer prior to and after the
activity, subtracting the smaller value from the bigger value to find
the number of steps). Three activities are provided; students must
come up with three of their own.
- School Oval: As a class, move to the school oval where students
will work in pairs to complete the Measuring our Activity sheet.
- Return to Class: Students to hold onto recording sheets, as they will
be creating two different graphs in the next lesson using this data.
5 Mathematics Graphing our activity Formative/For Learning: - Line graph example
- Recap: Engage students in a class discussion about the previous - Venn Diagram can be Number of people
mathematics lesson. Discuss any interesting points student found, collected to assess student in the store.
 anything they were surprised by, how accurate their estimations knowledge regarding the - Displaying Data
were, etc. defining features of a column Venn Diagram
- Line Graph: Using the interactive whiteboard, model the line graph and line graph, indicating if (Appendix 8)
showing the Number of People in the Store. Take note of the key any students need more - Graph paper for
elements of the table, comparing to the elements of a column assistance. students to create
graph. Students are to use the Displaying Data Venn Diagram to column and line
note these similarities and differences. Formative/For Learning/As graphs.
- Graphing Data: Using data recorded on Measuring our Activity Learning:
sheets, students are to create a column graph and a line graph - Line and column graphs to be
based upon the data collected. collected as continuing
- Pedometer Data: Conclude lesson by discussing the data and formative assessment of
graphs with students. Recap both aspects of the learning student graphing abilities.
experience (recording and graphing), checking for understanding of These must be reviewed and
key topics (components of a graph, how to record data, etc). Tell feedback provided in a timely
students that in coming lessons we will be using our recorded daily fashion, providing students
pedometer steps to create another line graph. They will be with the opportunity to reflect
expected to justify why certain days have higher/lower steps (based and act upon the feedback
on activities recorded for each day). prior to the next graphing
activity (graphing daily
pedometer steps).
6 Health Recommended levels of physical activity Formative/As Learning: - Physical Health
- Recap: Recap the previous lesson, eliciting the benefits of physical Walk around the class observing Guidelines
activity from students. We know how physical activity can benefit students working. Check in with document (pages 3-
us, but how much do we need per day? What steps can we take to students to see how their assessment 4, 6-7).
increase our level of physical activity? is progressing, and provide on-the- - Assorted craft
- Research: In their desk groups, students are to review pages 3, 4, 6 spot feedback regarding their materials for
and 7 of the Physical Health Guidelines for 5-12 Year Olds progress. students to work on
document (printed out for each desk group). Students to take notes hand-made
in their health books on the information presented (focusing on assessments.
strategies to increase physical activity, recommended levels of
activity, benefits of physical activity).
- Assessment: Allow students time to work on their assessment
some will need resources to create their poster, others will need
access to a computer to work on their pamphlet.
7 Health Computing session/time to work on assessment Formative/As Learning: - Pre-booked school
- This lesson will take place in the computer room, providing students - Walk around the class computer room.
with the opportunity to work on their assessment. Those who are observing students working. - Assorted craft
hand-making their posters can use computers to type up text boxes, Check in with students to see materials for
print images, conduct further research or work on assembling their how their assessment is students to work on
assessment piece. As this assessment is to be completed both at progressing, and provide on- hand-made
school and at home, this is the last opportunity students will have to the-spot feedback regarding assessments.
complete it during class time. their progress.
8 Mathematics Graphing our pedometer data Summative/Of Learning: - Health books with
- Recap: Ask students to get out their returned and marked graphs - Student graphs and completed
they completed in a previous lesson (lesson 5). Reiterate the justifications to be collected to pedometer steps
important components of each graph, using formative data collected assess student attainment of recording sheet
from Venn diagram graphic organiser to emphasise any observed ACMSP119. (Appendix 1).
areas of weakness. - Graph paper for
- Graphing our steps: Have students take out their health books, constructing a line
opening to their daily step count recording sheet. With the person graph.
sitting next to them, students have a short period of time to - Lined paper for
brainstorm how they will graph it in a line graph. Take suggestions writing the
from the class and note these on the board in a mind-map fashion, justification of
around the heading of Line Graphs. Students are then to graph results.
their data accordingly.
- Justifying results: Once students have graphed their data, they are
then to provide a justification of the results based upon the activities
undertaken on a particular day. For example, a student may have
had a smaller number of steps on a rainy day when they could not
run around, as opposed to a day where they played a game of
football at both recess and lunch.
9 Health Presenting our informative texts Summative/Of Learning: - Completed student
- Gallery walk: On their desks, students will place their completed - Student health assessments to health assessments.
assessment for a class gallery walk. Students will walk around and be collected to assess - Student self-
view the work completed by their peers, be it an informative poster attainment of ACPPS054 and assessment sheets
or pamphlet. ACPMP064 (Appendix 4)
- Collect assessments: Collect student assessments for marking.
- Self-assessment: Students to complete self-assessment task, prior
to class discussion.
- Discussion: Facilitate a class discussion around the topic of
physical activity. What is something interesting the students learnt?
What surprised them? What did they enjoy most? What is
something they have taken away from this learning experience?
Remind them of the linked maths component by tracking and
graphing our steps, reiterating that this is another measure of
physical activity.